Pub Date : 2024-03-22DOI: 10.9734/ajess/2024/v50i51340
Vicente T. Baylon III
Proposed Integration of Career Orientation as a separate subject in the Secondary Education Curriculum, this study assesses the perception of a Regular College Students, Transferees, Shifters, Second Coursers-Doctor of Medicine undergoing Bachelor of Science in Nursing in a selected nursing school herein Metro Manila. Secondary Education Curriculum is a list of subjects that must be taken by the high school students per academic year. This task is focus on the assessment of nursing students in terms of age, gender, civil status, and their perception on Career Orientation as a separate subject in Secondary Curriculum. Aims: The study aimed to assess the knowledge and awareness of college students on the importance of Career Orientation as a separate subject in the secondary education curriculum to develop an essential recommendation to school administrations, Division Office, and Department of Education. Scope and Limitation of the Study: The central interview was made to the 48 undergraduate students in DCSLC, 27 undergraduate students in OLFU, and 25 Medical Doctors taking up nursing in a selected nursing school herein the Metro Manila. Research Design: The study employed Descriptive research with the used sample survey method and questionnaire to assess the knowledge and awareness of first courser and second courser college students. A Total of 100 college students from selected nursing school were recruited for this study. Results: A Total of 100 questionnaires were distributed, collected, validated, and analyzed.
{"title":"Proposed Integration of Career Orientation as a Separate Subject in Secondary Curriculum","authors":"Vicente T. Baylon III","doi":"10.9734/ajess/2024/v50i51340","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51340","url":null,"abstract":"Proposed Integration of Career Orientation as a separate subject in the Secondary Education Curriculum, this study assesses the perception of a Regular College Students, Transferees, Shifters, Second Coursers-Doctor of Medicine undergoing Bachelor of Science in Nursing in a selected nursing school herein Metro Manila. Secondary Education Curriculum is a list of subjects that must be taken by the high school students per academic year. This task is focus on the assessment of nursing students in terms of age, gender, civil status, and their perception on Career Orientation as a separate subject in Secondary Curriculum.\u0000Aims: The study aimed to assess the knowledge and awareness of college students on the importance of Career Orientation as a separate subject in the secondary education curriculum to develop an essential recommendation to school administrations, Division Office, and Department of Education.\u0000Scope and Limitation of the Study: The central interview was made to the 48 undergraduate students in DCSLC, 27 undergraduate students in OLFU, and 25 Medical Doctors taking up nursing in a selected nursing school herein the Metro Manila.\u0000Research Design: The study employed Descriptive research with the used sample survey method and questionnaire to assess the knowledge and awareness of first courser and second courser college students. A Total of 100 college students from selected nursing school were recruited for this study.\u0000Results: A Total of 100 questionnaires were distributed, collected, validated, and analyzed.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140212911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-21DOI: 10.9734/ajess/2024/v50i51336
T. Yen
High-impact teaching philosophy helps students to expand their learning, exercise their critical thinking skills and apply the professional knowledge they have learned, which not only promotes the learning effect during the school year, but also focuses on the career development of students. However, less research has focused on learning security under high-impact teaching concepts. Therefore, the purpose of this paper is to explore the assurance of high impact teaching in consumer behavior in the learning effect, and put forward suggestions. This study obtained data through course summary and office hour records, and concluded which measures were more effective through text analysis. The research finds that students' text analysis shows that practical training programs can best promote theoretical knowledge learning and ability training, and office hour can indeed help students establish career goals. Finally, it is suggested that schools should put forward an incentive scheme for high-impact teaching.
{"title":"Study on Learning Assurance of High-Impact Teaching in Consumer Behavior Course","authors":"T. Yen","doi":"10.9734/ajess/2024/v50i51336","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51336","url":null,"abstract":"High-impact teaching philosophy helps students to expand their learning, exercise their critical thinking skills and apply the professional knowledge they have learned, which not only promotes the learning effect during the school year, but also focuses on the career development of students. However, less research has focused on learning security under high-impact teaching concepts. Therefore, the purpose of this paper is to explore the assurance of high impact teaching in consumer behavior in the learning effect, and put forward suggestions. This study obtained data through course summary and office hour records, and concluded which measures were more effective through text analysis. The research finds that students' text analysis shows that practical training programs can best promote theoretical knowledge learning and ability training, and office hour can indeed help students establish career goals. Finally, it is suggested that schools should put forward an incentive scheme for high-impact teaching.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-21DOI: 10.9734/ajess/2024/v50i51337
N. Indrawatiningsih, Siti Qomariyah, Andina Rahma Nubita, Lailatul Muarofah
Literacy and numeracy are one of the critical thinking skills in solving daily life problems that must be possessed by every individual. Based on data obtained from PISA, the level of literacy and numeracy skills in Indonesia is still relatively low, which ranks 62nd out of 70 countries. Therefore, efforts are needed to improve literacy and numeracy skills, one of which is through Differentiated Learning Activities. This study aims to determine the effectiveness of differentiated learning implementation in improving students' literacy and numeracy skills. The subjects of this study were fifth grade students one of elementary school in Pasuruan with a total of 18 students. The instruments used in this study were pretest and post-test sheets, observation sheets, and documentation. The method used in this research is an experiment with a pre-experimental design (One Group Pretest-Posttest) using the t test. Data collection techniques are observation, tests (pretest and posttest), and documentation. This study found that the application of differentiated learning can improve the literacy and numeracy skills of elementary school students. This is obtained from the results of the t test which shows that literacy skills obtained a significance value = 0.04452 and numeracy skills obtained a significance value = 0.000938 with α = 0.05. Based on the test criteria that the significance value <0.05 means that differentiated learning can improve students' literacy and numeracy skills. In addition, the average score of the post-test results on literacy skills is 73.611. While the average score of the post-test results on numeracy skills is 70.277 so that the average result of normalized gain with a literacy ability value of 0.53 and a numeracy ability value of 0.58. The differentiated learning activities that have been carried out can improve students' literacy and numeracy skills.
{"title":"Effectiveness of Differentiated Learning in Improving Literacy and Numeracy of Primary School Students","authors":"N. Indrawatiningsih, Siti Qomariyah, Andina Rahma Nubita, Lailatul Muarofah","doi":"10.9734/ajess/2024/v50i51337","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51337","url":null,"abstract":"Literacy and numeracy are one of the critical thinking skills in solving daily life problems that must be possessed by every individual. Based on data obtained from PISA, the level of literacy and numeracy skills in Indonesia is still relatively low, which ranks 62nd out of 70 countries. Therefore, efforts are needed to improve literacy and numeracy skills, one of which is through Differentiated Learning Activities. This study aims to determine the effectiveness of differentiated learning implementation in improving students' literacy and numeracy skills. The subjects of this study were fifth grade students one of elementary school in Pasuruan with a total of 18 students. The instruments used in this study were pretest and post-test sheets, observation sheets, and documentation. The method used in this research is an experiment with a pre-experimental design (One Group Pretest-Posttest) using the t test. Data collection techniques are observation, tests (pretest and posttest), and documentation. This study found that the application of differentiated learning can improve the literacy and numeracy skills of elementary school students. This is obtained from the results of the t test which shows that literacy skills obtained a significance value = 0.04452 and numeracy skills obtained a significance value = 0.000938 with α = 0.05. Based on the test criteria that the significance value <0.05 means that differentiated learning can improve students' literacy and numeracy skills. In addition, the average score of the post-test results on literacy skills is 73.611. While the average score of the post-test results on numeracy skills is 70.277 so that the average result of normalized gain with a literacy ability value of 0.53 and a numeracy ability value of 0.58. The differentiated learning activities that have been carried out can improve students' literacy and numeracy skills.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140222087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-21DOI: 10.9734/ajess/2024/v50i51338
Prosmala Hadisaputra, Lalu Fauzi Haryadi, M. Zuhri, Muhammad Thohri, Muh. Zulkifli
Aims: This study aims to acquire comprehensive information regarding the role of teachers in curriculum management implementation. The focus of this study lies on the challenges, best practices, and professional development of teachers in the implementation of curriculum management within the educational context of Indonesia. Study Design: This study constitutes qualitative research employing a narrative literature review approach. Duration of Study: This literature review was conducted over a two-month period, spanning from 1st September to 30th October 2023. Methodology: As this study adopts a qualitative approach with a narrative literature review, the primary data sources include scholarly journal articles and seminar proceedings. These data were collected online through the Google Scholar database. In this study, a total of 22 articles were reviewed. Results: The findings demonstrate that: 1) teachers face several challenges in the implementation of curriculum management, including: (1) Understanding Complex Curricula; (2) adapting to the interests and needs of students; (3) limited time; (4) comprehensive assessment; (5) continuous professional development, and (6) adequate resources. 2) As for best practices in curriculum management implementation, they include: (1) understanding and interpreting the curriculum; (2) structured lesson planning; (3) using varied teaching methods and strategies; 4) differentiated learning; (5) utilizing technology in teaching; (6) collaboration and knowledge exchange; (7) reflection and practice renewal; and (8) involving students in learning. 3) Regarding the professional development of teachers in curriculum management implementation, it encompasses: (1) training and workshops; (2) participation in certification programs; (3) mentoring and collaboration; (4) academic development programs; and (5) attending conferences and seminars. Conclusion: The role of teachers in curriculum management implementation confronts intricate challenges. Furthermore, best practices in curriculum management implementation encompass numerous aspects that need to be addressed. Therefore, strategic steps in teacher professional development are imperative.
{"title":"The Role of Teachers in Curriculum Management Implementation: A Narrative Literature Review on Challenges, Best Practices, and Professional Development","authors":"Prosmala Hadisaputra, Lalu Fauzi Haryadi, M. Zuhri, Muhammad Thohri, Muh. Zulkifli","doi":"10.9734/ajess/2024/v50i51338","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51338","url":null,"abstract":"Aims: This study aims to acquire comprehensive information regarding the role of teachers in curriculum management implementation. The focus of this study lies on the challenges, best practices, and professional development of teachers in the implementation of curriculum management within the educational context of Indonesia.\u0000Study Design: This study constitutes qualitative research employing a narrative literature review approach.\u0000Duration of Study: This literature review was conducted over a two-month period, spanning from 1st September to 30th October 2023.\u0000Methodology: As this study adopts a qualitative approach with a narrative literature review, the primary data sources include scholarly journal articles and seminar proceedings. These data were collected online through the Google Scholar database. In this study, a total of 22 articles were reviewed.\u0000Results: The findings demonstrate that: 1) teachers face several challenges in the implementation of curriculum management, including: (1) Understanding Complex Curricula; (2) adapting to the interests and needs of students; (3) limited time; (4) comprehensive assessment; (5) continuous professional development, and (6) adequate resources. 2) As for best practices in curriculum management implementation, they include: (1) understanding and interpreting the curriculum; (2) structured lesson planning; (3) using varied teaching methods and strategies; 4) differentiated learning; (5) utilizing technology in teaching; (6) collaboration and knowledge exchange; (7) reflection and practice renewal; and (8) involving students in learning. 3) Regarding the professional development of teachers in curriculum management implementation, it encompasses: (1) training and workshops; (2) participation in certification programs; (3) mentoring and collaboration; (4) academic development programs; and (5) attending conferences and seminars.\u0000Conclusion: The role of teachers in curriculum management implementation confronts intricate challenges. Furthermore, best practices in curriculum management implementation encompass numerous aspects that need to be addressed. Therefore, strategic steps in teacher professional development are imperative.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"100 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140223314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-16DOI: 10.9734/ajess/2024/v50i41335
Nada Alshehri
Studies on second language (L2) speech fluency recommend studying fluency in a dialogic context. In response to the researchers' calls, this study introduced monologic and dialogic tasks to investigate the various aspects of speed, breakdown, and repair fluency in the oral performancemost L2 fluency studies have looked at oral fluency in a monologic task. Dialogue is the more authentic and natural way of communication, which is apparent in everyday language use. Currently, there is a scarcity of research examining dialogue fluency in non-native bilingual speakers who share the same L2. The existing body of research on language learning and processing has underscored significant connections between individual differences (IDs) in working memory capacity (WMC) and models of L2 speech production in both first language (L1). Nevertheless, it remains unclear whether variations in WMC are linked to dysfluency in L2 monologue and dialogue. Therefore, this study also aimed to fill this gap in the literature by investigating the correlation between utterance fluency in both monologue and dialogue and WMC. A total of 64 undergraduate Saudi students were given various tasks as part of the study. An argumentative task was presented as a monologue focused on a prevalent topic in the participants’ country. In contrast, during a dialogic discussion task, 32 pairs engaged in exchanging opinions on a popular subject in their country. Additionally, participants underwent two challenging working memory (WM) tests: the Operation Span Test and the Backward Digit Span Test. The findings aligned with prior research, indicating that L2 participants demonstrated greater fluency in dialogue compared to monologue, as evident in speed and breakdown measures of utterance fluency. Interestingly, WMC did not emerge as a robust predictor for variations in L2 oral performances between monologue and dialogue.
{"title":"Investigating the Correlation between English Spoken Fluency and Working Memory Capacity in both Dialogic and Monologic Presentations","authors":"Nada Alshehri","doi":"10.9734/ajess/2024/v50i41335","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41335","url":null,"abstract":"Studies on second language (L2) speech fluency recommend studying fluency in a dialogic context. In response to the researchers' calls, this study introduced monologic and dialogic tasks to investigate the various aspects of speed, breakdown, and repair fluency in the oral performancemost L2 fluency studies have looked at oral fluency in a monologic task. Dialogue is the more authentic and natural way of communication, which is apparent in everyday language use. Currently, there is a scarcity of research examining dialogue fluency in non-native bilingual speakers who share the same L2. The existing body of research on language learning and processing has underscored significant connections between individual differences (IDs) in working memory capacity (WMC) and models of L2 speech production in both first language (L1). Nevertheless, it remains unclear whether variations in WMC are linked to dysfluency in L2 monologue and dialogue. Therefore, this study also aimed to fill this gap in the literature by investigating the correlation between utterance fluency in both monologue and dialogue and WMC. A total of 64 undergraduate Saudi students were given various tasks as part of the study. An argumentative task was presented as a monologue focused on a prevalent topic in the participants’ country. In contrast, during a dialogic discussion task, 32 pairs engaged in exchanging opinions on a popular subject in their country. Additionally, participants underwent two challenging working memory (WM) tests: the Operation Span Test and the Backward Digit Span Test. The findings aligned with prior research, indicating that L2 participants demonstrated greater fluency in dialogue compared to monologue, as evident in speed and breakdown measures of utterance fluency. Interestingly, WMC did not emerge as a robust predictor for variations in L2 oral performances between monologue and dialogue.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"94 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-16DOI: 10.9734/ajess/2024/v50i41334
Zahid Ahmad Wani, Ayesha Bhat, Vartika Vishnoi, Hina Praveen, Naveen H Simon, Diana Hephzibah
This manuscript explores the profound impact of social media on society, with a focus on social behavior, politics, and cultural norms. Employing a systematic literature review, including diverse sources, case studies, and real-world examples, the study provides a nuanced and comprehensive analysis. The brevity enforced by character limits on platforms like Twitter has shaped concise and direct communication, with emojis, memes, and hashtags becoming integral to online discourse. The rapid spread of information on social media has, however, led to the dissemination of misinformation, influencing public opinion and potentially affecting political outcomes. Collaboration among individuals, policymakers, and technology developers is crucial to shape the future of social media responsibly. This necessitates cultivating a culture of responsible use, promoting digital literacy, and advocating for policies that safeguard user rights and well-being. Striking a balance between innovation and ethical considerations is paramount to ensure the continued positive contribution of social media to society.
{"title":"Impact of Social Media on Society: A Literature Review","authors":"Zahid Ahmad Wani, Ayesha Bhat, Vartika Vishnoi, Hina Praveen, Naveen H Simon, Diana Hephzibah","doi":"10.9734/ajess/2024/v50i41334","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41334","url":null,"abstract":"This manuscript explores the profound impact of social media on society, with a focus on social behavior, politics, and cultural norms. Employing a systematic literature review, including diverse sources, case studies, and real-world examples, the study provides a nuanced and comprehensive analysis. The brevity enforced by character limits on platforms like Twitter has shaped concise and direct communication, with emojis, memes, and hashtags becoming integral to online discourse. The rapid spread of information on social media has, however, led to the dissemination of misinformation, influencing public opinion and potentially affecting political outcomes. Collaboration among individuals, policymakers, and technology developers is crucial to shape the future of social media responsibly. This necessitates cultivating a culture of responsible use, promoting digital literacy, and advocating for policies that safeguard user rights and well-being. Striking a balance between innovation and ethical considerations is paramount to ensure the continued positive contribution of social media to society.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"98 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140235899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-15DOI: 10.9734/ajess/2024/v50i41332
Noer Ekafitri Sam, Purnamawati, Abdul Muis Mappalotteng
The objectives of this research are: (1) analyzing the need for learning models; (2) designing learning tools; (3) analyzing the effectiveness of the learning model. The research method used is the development research method or Research and Development. The process of developing this learning model refers to the ADDIE development model which includes: (1) Analysis: performance analysis and needs analysis; (2) the design stage composes teaching modules, model books, LMS designs, and manual books. Preparation of research products and tools based on literature reviews that have been carried out by researchers; (3) Development through individual trials and small group trials. Then produce a product prototype (4) Implementation conduct field tests at YPPP Wonomulyo Vocational School by implementing a learning model prototype, and collecting user responses to the learning model applied; (5) Evaluation in the form of a review of research products and tools. The research results showed that at the small group testing stage and user responses were in the very good category. The learning model for concentrating computer and network engineering skills based on flipped-blended learning is effective based on observer assessments and user responses. Therefore, it is recommended that the learning model for concentrating computer and network engineering skills based on flipped-blended learning can be used as a reference for managing learning that is fun, makes things easier, increases motivation and optimizes student learning outcomes.
{"title":"Development of Learning Models Computer and Network Engineering Expertise Concentration Based on Flipped - blended Learning","authors":"Noer Ekafitri Sam, Purnamawati, Abdul Muis Mappalotteng","doi":"10.9734/ajess/2024/v50i41332","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41332","url":null,"abstract":"The objectives of this research are: (1) analyzing the need for learning models; (2) designing learning tools; (3) analyzing the effectiveness of the learning model. The research method used is the development research method or Research and Development. The process of developing this learning model refers to the ADDIE development model which includes: (1) Analysis: performance analysis and needs analysis; (2) the design stage composes teaching modules, model books, LMS designs, and manual books. Preparation of research products and tools based on literature reviews that have been carried out by researchers; (3) Development through individual trials and small group trials. Then produce a product prototype (4) Implementation conduct field tests at YPPP Wonomulyo Vocational School by implementing a learning model prototype, and collecting user responses to the learning model applied; (5) Evaluation in the form of a review of research products and tools. The research results showed that at the small group testing stage and user responses were in the very good category. The learning model for concentrating computer and network engineering skills based on flipped-blended learning is effective based on observer assessments and user responses. Therefore, it is recommended that the learning model for concentrating computer and network engineering skills based on flipped-blended learning can be used as a reference for managing learning that is fun, makes things easier, increases motivation and optimizes student learning outcomes.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"15 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-15DOI: 10.9734/ajess/2024/v50i41333
Tenzin Rabten
An attempt has been made to investigate the technology acceptance in teaching in relation to attitude of school teachers'. The focus of the research is to-evaluate the school teachers' attitude towards technology acceptance in teaching; find the difference in female and male school teachers' attitude towards technology acceptance in teaching. Method used for data collection was descriptive survey. A sample of three hundred and four school teachers (comprising of 151 female and 153 male school teachers) was drawn from eighteen government school (six districts namely Samdrup Jongkhar, Pema Gatshel, Tashi Gang, Tashi Yangtse, Mongar and Lhuntse of Bhutan) of Eastern Bhutan through convenience sampling. The objective and hypotheses of the study have been tested by using mean, standard deviation, frequencies, percentages and z'-test. Results revealed that 1) majority of school teachers have positive (highly favorable and favorable) attitude towards the technology acceptance in teaching; and 2) Attitude of female and male school teachers towards technology acceptance in teaching do not differ significantly from each other. Female and male school teachers have favorable attitude, to equal extent or degree, towards the technology acceptance in teaching.
{"title":"Analyzing Teachers' Attitude towards Integrating Technology in Teaching and Learning","authors":"Tenzin Rabten","doi":"10.9734/ajess/2024/v50i41333","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41333","url":null,"abstract":"An attempt has been made to investigate the technology acceptance in teaching in relation to attitude of school teachers'. The focus of the research is to-evaluate the school teachers' attitude towards technology acceptance in teaching; find the difference in female and male school teachers' attitude towards technology acceptance in teaching. Method used for data collection was descriptive survey. A sample of three hundred and four school teachers (comprising of 151 female and 153 male school teachers) was drawn from eighteen government school (six districts namely Samdrup Jongkhar, Pema Gatshel, Tashi Gang, Tashi Yangtse, Mongar and Lhuntse of Bhutan) of Eastern Bhutan through convenience sampling. The objective and hypotheses of the study have been tested by using mean, standard deviation, frequencies, percentages and z'-test. Results revealed that 1) majority of school teachers have positive (highly favorable and favorable) attitude towards the technology acceptance in teaching; and 2) Attitude of female and male school teachers towards technology acceptance in teaching do not differ significantly from each other. Female and male school teachers have favorable attitude, to equal extent or degree, towards the technology acceptance in teaching.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"17 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.9734/ajess/2024/v50i41331
Shabiel Zakaria, H. Gani, S. Kamaruddin, Patta Bundu
This research aims to determine the effectiveness and validity of essay writing training module in improving the literacy skills of high school students. The research design used in this study is the ADDIE development research model. This development research was conducted from 15th to 30th December 2023 at secondary School. The research subjects are the supervising teachers and students who are members of the KIR UPT SMAN 1 Bone. The research objects include: (1) the essay writing skills of the students, (2) the response of the supervising teachers of KIR UPT SMAN 1 Bone to the developed training module, and (3) the response of the students who are members of KIR UPT SMAN 1 Bone to the developed training module. The instruments used to collect information in this development research are observation sheets and questionnaires. Based on the data analysis, according to the percentage of assessment by KIR UPT SMAN 1 Bone members regarding the effectiveness of the essay writing training module, out of 25 KIR UPT SMAN 1 Bone members, 19 students stated that the module is very effective, five students stated that the module is effective, and one student stated that the module is sufficiently effective. The research results show that the effectiveness test results of the essay writing training module development indicate that 76% of the respondents consider the module to be very effective, 20% of the respondents consider the module to be effective, and 4% of the respondents consider the module to be moderately effective in improving the literacy writing skills of the students. The validity test results of the essay writing training module development by subject matter experts and media experts indicate that the designed module is highly valid for use in improving the literacy writing skills of the students.
本研究旨在确定作文训练模块在提高高中生读写能力方面的有效性和有效性。本研究采用的研究设计是 ADDIE 发展研究模型。本发展研究于 2023 年 12 月 15 日至 30 日在中学进行。研究对象是 KIR UPT SMAN 1 Bone 的指导教师和学生。研究对象包括(1) 学生的论文写作技巧；(2) KIR UPT SMAN 1 Bone 的指导教师对开发的培训模块的反应；(3) KIR UPT SMAN 1 Bone 的学生对开发的培训模块的反应。本开发研究中用于收集信息的工具是观察表和调查问卷。根据数据分析，在 25 名 KIR UPT SMAN 1 Bone 成员中，根据 KIR UPT SMAN 1 Bone 成员对论文写作培训模块有效性的评价百分比，19 名学生表示该模块非常有效，5 名学生表示该模块有效，1 名学生表示该模块足够有效。研究结果显示，作文训练模块开发的有效性测试结果表明，76% 的受访者认为该模块对提高学生的读写能力非常有效，20% 的受访者认为该模块有效，4% 的受访者认为该模块对提高学生的读写能力效果一般。学科专家和媒体专家对作文训练模块开发的有效性测试结果表明，所设计的模块对提高学生的识字写作能力非常有效。
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Pub Date : 2024-03-14DOI: 10.9734/ajess/2024/v50i41329
Ika Puspitasari, Shokhibul Arifin
The aim of this research is to compare the flipped classroom learning model assisted by Padlet and the blended learning model on critical thinking skills. The problem that will be studied is whether there are differences in the two dimensions of the learning model regarding critical thinking abilities. In this study, the independent variable (X) is the flipped classroom learning model assisted by Padlet. Meanwhile, the dependent variable (Y) is critical thinking. The research sample was taken from students at SMA Muhammadiyah 1 Surabaya. The research sample was taken from students who were normally distributed, had the same characteristics (homogeneous), and had the same average value. Then two groups (classes) were taken as samples two experimental group classes used a flipped class learning model assisted by padlet and two control group classes used a blended learning model. The data analysis technique used is the independent sample T-test statistical analysis technique. With a significance level of 0.05. The resulting Sig value is known. (2-tailed) of 0.025. The results show that there are differences in critical thinking abilities between the flipped classroom learning model, assisted by Padlet, and the blended learning model.
本研究旨在比较由 Padlet 辅助的翻转课堂学习模式和混合式学习模式在批判性思维能力方面的差异。要研究的问题是，两种学习模式在批判性思维能力方面是否存在差异。在本研究中，自变量（X）是 Padlet 辅助的翻转课堂学习模式。同时，因变量（Y）是批判性思维。研究样本来自泗水 SMA Muhammadiyah 1 的学生。研究样本取自正态分布、具有相同特征（同质）和相同平均值的学生。然后以两个小组（班级）为样本，两个实验组班级使用 padlet 辅助的翻转课堂学习模式，两个对照组班级使用混合学习模式。采用的数据分析技术是独立样本 T 检验统计分析技术。显著性水平为 0.05。得出的 Sig 值为(双尾）为 0.025。结果表明，在 Padlet 的辅助下，翻转课堂学习模式与混合式学习模式在批判性思维能力方面存在差异。
{"title":"The Effect of Padlet-assisted Flipped Classroom Learning Model on Critical Thinking Ability","authors":"Ika Puspitasari, Shokhibul Arifin","doi":"10.9734/ajess/2024/v50i41329","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41329","url":null,"abstract":"The aim of this research is to compare the flipped classroom learning model assisted by Padlet and the blended learning model on critical thinking skills. The problem that will be studied is whether there are differences in the two dimensions of the learning model regarding critical thinking abilities. In this study, the independent variable (X) is the flipped classroom learning model assisted by Padlet. Meanwhile, the dependent variable (Y) is critical thinking. The research sample was taken from students at SMA Muhammadiyah 1 Surabaya. The research sample was taken from students who were normally distributed, had the same characteristics (homogeneous), and had the same average value. Then two groups (classes) were taken as samples two experimental group classes used a flipped class learning model assisted by padlet and two control group classes used a blended learning model. The data analysis technique used is the independent sample T-test statistical analysis technique. With a significance level of 0.05. The resulting Sig value is known. (2-tailed) of 0.025. The results show that there are differences in critical thinking abilities between the flipped classroom learning model, assisted by Padlet, and the blended learning model.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140242624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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